{"id":30,"date":"2017-04-13T09:34:56","date_gmt":"2017-04-13T13:34:56","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017\/?page_id=30"},"modified":"2017-04-13T09:35:31","modified_gmt":"2017-04-13T13:35:31","slug":"syllabus","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-2272-spring-2017\/syllabus\/","title":{"rendered":"Syllabus"},"content":{"rendered":"

Urban Education \u00a0 \u00a0<\/strong>Education 2272 \u00a0 \u00a0 \u00a0<\/strong>Spring 2017
\n<\/strong>Thursdays \u00a0 \u00a0<\/strong>6:30 \u2013 9:25 pm \u00a0 \u00a0\u00a0<\/strong>Adams 208<\/strong><\/p>\n\n\n\n
Doris Santoro<\/p>\n

x4309<\/p>\n

dsantoro@bowdoin.edu<\/a><\/p>\n

Riley House 209<\/p>\n

@DorisASantoro<\/td>\n

Office Hours:<\/p>\n

Tuesdays 3:00-5:00pm<\/p>\n

Wednesdays 9:30-11:00am<\/p>\n

Class email: educ2272@bowdoin.edu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Course Overview<\/u><\/strong><\/p>\n

We will explore the roles of urban public schools in their communities, the historic, sociocultural, and economic contexts for urban schools and examine what we know about excellent teaching and learning in urban schools as well as reform and activism efforts in urban schools and their communities.\u00a0Films and readings will interrogate representations of urban students, their teachers, and their schools. We will analyze the purposes, challenges, and possibilities of urban education, consider schools\u2019 relationships to the cities in which they are located and will interrogate the politics of urban teaching. The perspective of this course views urban schools as sites of promise and innovation as well as sites for social and political struggle.<\/p>\n

One day of field research will give us an opportunity to learn firsthand from urban schools, their teachers and their students. Participation in this field research is mandatory for enrollment in the course.<\/p>\n

A portion of your grade will be based on your weekly tweets pertaining to the course readings and your participation in #educolor chats. You can highlight and comment on a specific passage (using a photograph of the text), ask a question about the text, synthesize a reading, connect the reading to events and policies in the news, etc. For each of your tweets pertaining to this class, you must include the hashtag #urbaned. A bare minimum is one tweet per week (for a grade of C). Tweet meaningfully and thoughtfully to a community that is committed to urban education. You are expected to read the previous week\u2019s tweets in #urbaned before each class and be prepared to discuss them. It is recommended that you favorite tweets you would like to discuss. Each week, two-to-three students will be responsible for kicking off the discussion.<\/p>\n

Required Texts<\/u><\/strong><\/p>\n

In bookstore<\/strong><\/p>\n

Anyon, J. (2014). Radical Possibilities: Public Policy, Urban Education, and a New Social Movement. <\/em>New York: Routledge.<\/p>\n

Emdin, C. (2016). For White Folks Who Teach in the Hood \u2026and the Rest of Y\u2019all Too: Reality Pedagogy and Urban Education.<\/em><\/p>\n

Picower, B. & Mayorga, E., eds. (2015). What\u2019s Race Got To Do With It? How Current School Reform Policy Maintains Racial and Economic Inequality. <\/em>New York: Peter Lang.<\/p>\n

All other assigned readings are available via Blackboard and Library Reserves.<\/strong><\/p>\n

Please try searching for author and title as the titles may appear differently in library reserves. If you have trouble locating a reading, please contact a member of the library staff.<\/p>\n

Course Requirements & Grading Policy<\/u><\/strong><\/p>\n

You are expected to attend every class, on time, prepared to participate in the discussion of the day\u2019s assigned reading.\u00a0 I appreciate your letting me know if you must be absent for a class meeting.<\/p>\n

Letter of introduction \u2013 P\/F<\/p>\n

Reflective paper on research in urban school (4 pp.) \u2013 10%<\/p>\n

Weekly Tweets \u2013 20%<\/p>\n

Analytic paper (8 pp.) \u2013 30%<\/p>\n

Reform & activism website \u2013 40%<\/p>\n

Accommodations for Students with Disabilities<\/u><\/strong><\/p>\n

If you have a documented disability, please meet with me to ensure that we both understand the accommodations determined by the College.<\/p>\n

Academic Honesty<\/u><\/strong><\/p>\n